This paper explores the student experience of multidisciplinarity within the undergraduate Geography curriculum. It considers the drivers that have underpinned this development before considering the findings of research into student experiences in two universities in the south of England. The results suggest that most students view this development positively and recognise a number of advantages that it brings, citing expanded opportunities for learning, working with people from other disciplines, expansion of perspectives and perceived benefits to employability. However, for a minority this development is more problematic. The research points here to issues with specialist knowledge and disciplinary pedagogies, social issues within the classroom and class organisation and some reservations regarding groupwork. The paper concludes with a series of recommendations.
|Journal||Journal of Geography in Higher Education|
|Publication status||Published - 2 Nov 2017|
- Disciplinary pedagogies
- Student experience
Hall, T., McGuinness, M., Parker, C., & Toms, P. (2017). Student Experiences of Multidisciplinarity in the Undergraduate Geography Curriculum. Journal of Geography in Higher Education, 00(000), 1-18. https://doi.org/10.1080/03098265.2017.1398718